Family therapy with intellectually and creatively gifted children.
Few family therapists have expertise in the psychology of giftedness, and little research has been conducted to determine the effectiveness of family therapy with talented children and their families. The purposes of this paper are: (1) to provide family therapists with information on the unique psychosocial stressors associated with giftedness and (2) to stimulate further research and development on the efficacy of family therapy in alleviating distress and actualizing potential in gifted and talented children and their families. The paper provides a critical overview of the existing research literature on gifted children and their families. First, current conceptualizations of giftedness are described. Then the research literature on the characteristics of intellectually and creatively gifted children and their families is reviewed with an emphasis on the endogenous (individual) and exogenous (systemic) factors that can create or exacerbate psychosocial problems. Finally, we suggest an eclectic, eco-systemic approach to three common concerns that bring gifted children and their families to therapy.
Moon
S M
SM
Department of Educational Studies, Purdue University, West Lafayette, IN 47907-1446, USA. sidney@purdue.edu
Hall
A S
AS
D000339:Affect; D002648:Child; D002672:Child, Gifted / Q000523:psychology*; D002675:Child, Preschool; D003071:Cognition / Q000502:physiology; D003405:Creativity; D005195:Family Relations; D005196:Family Therapy; D006801:Humans; D010287:Parent-Child Relations; D010290:Parents / Q000523:psychology; D012917:Social Adjustment; D014477:Underachievement